The DOI matches its Crossref record; 95 of the 100 references it cites were found in a registry or an index; 30 of the 172 sources its claims cite were checked for support.
Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review
Open accessAbstract
Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools’ digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
60 Sources not found · 40 No full text of the sources · 15 Supported · 14 Own interpretation · 12 Partly supported · 10 Not checked yet · 8 Own result · 8 No basis given · 5 Own method · 1 Supported so far · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“metacognitive learning outcomes (Verschaffel et al., 2019)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Partly supportedcites Verschaffel et al., 2019 sourceExperimental — accuracy not yet measured
Section 3.2 reports positive metacognitive learning effects in mathematics environments combining ICT with metacognitive guidance. It also cautions that several study designs could not establish the added value of that combination over ICT alone, so the review does not establish that ICT use by itself yields those gains. (LLM, conf=0.88)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“literacy skills, computational thinking skills, emotion control skills, and collaborative inquiry skills (Lu et al., 2022; Su & Yang, 2022; Su et al., 2022)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Not matchedcites Lu et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Partly supportedcites Su & Yang, 2022 sourceExperimental — accuracy not yet measured
Section 3.1 reports that Google’s Teachable Machine enhanced children’s learning and computational thinking, supporting a positive gain for that specific technology. The review does not establish that ICT use generally yields such gains; its reported finding concerns a machine-learning tool used with young children in a non-school setting. (LLM, conf=0.82)
- Not matchedcites Su et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
Every source the paper cites for this claim was checked and supports it.
In the paper
“Sung et al. (2016) reported a moderate effect on students' performance from the use of mobile devices in the classroom compared to the use of desktop computers or the non-use of mobile devices.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Supportedcites Sung et al. (2016) source
Section 3.2 reports a moderate overall effect on learning achievement (0.523), and the Conclusions state that mobile-device interventions outperformed desktop-computer use or no mobile-device intervention. Section 3.3.4 also reports a medium effect for formal educational settings, consistent with the classroom phrasing. (LLM, conf=0.92)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“These issues were exacerbated during the COVID-19 pandemic, which forced teaching across education levels to move online (Daniel, 2020).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Supportedcites Daniel, 2020 sourceExperimental — accuracy not yet measured
The Abstract says that, during COVID-19, many governments required institutions to stop face-to-face instruction for most students and move to online teaching. It frames the disruption as affecting education systems at all levels. The claim is a fair general paraphrase, though the paper does not say every institution moved online. (LLM, conf=0.90)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“literacy skills, computational thinking skills, emotion control skills, and collaborative inquiry skills (Lu et al., 2022; Su & Yang, 2022; Su et al., 2022)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Not matchedcites Lu et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Partly supportedcites Su & Yang, 2022 sourceExperimental — accuracy not yet measured
The review reports that AI toys improved young children’s related literacy skills (research summary in §4.2) and that teaching supported by intelligent tutoring systems improved English reading skills (§3.1). These findings support positive gains for particular AI-based activities in early childhood education, but not the broader claim that ICT use generally yields literacy gains. (LLM, conf=0.82)
- Not matchedcites Su et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
Every source the paper cites for this claim was checked and supports it.
In the paper
“Haßler et al. (2016) found that most interventions that included the use of tablets across the curriculum reported positive learning outcomes.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Supportedcites Haßler et al. (2016) source
Section 3.3 reports positive learning outcomes in 16 of the 23 studies reviewed—a majority. The “Positive learning outcomes” section describes tablet-supported activities in several subjects, including studies teaching multiple subjects. The copy does not give a separate majority count for multiple-subject interventions, but supports the sentence’s broader description of tablet use across the curriculum. (LLM, conf=0.90)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“However, it is a complex process that requires large-scale transformative changes beyond the technical aspects of technology and infrastructure (Pettersson, 2021).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Supportedcites Pettersson, 2021 source
Section 1.1 states that digitalization is a complex process requiring large-scale transformative changes. Sections 3.2 and 4.2 show that these changes extend beyond acquiring technology to teaching practices, administration, and organizational work. (LLM, conf=0.94)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“digital technologies were also found to be beneficial for enhancing students’ lifelong learning skills (Haleem et al., 2022)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Supportedcites Haleem et al., 2022 source
In “Making classroom instructions interesting” (page not specified), the review says digital learning tools help students develop self-directed learning abilities, including finding resources and applying what they learn. It also describes critical thinking and patience as skills developed through digital learning, supporting the paraphrase about lifelong learning skills. (LLM, conf=0.86)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“A recent meta-analysis (Baragash et al., 2022) with 119 participants with different disabilities, reported a significant overall effect size of AR on their functional skills acquisition.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on equality, inclusion and social integration
What the sources say
- Supportedcites Baragash et al., 2022 source
The Abstract reports that the meta-analysis included 119 individuals with different disabilities from seven studies and found a significant overall effect size of AR on functional skills acquisition. The Limitations and future works section cautions that the small sample limits generalization, but does not alter the reported finding. (LLM, conf=0.95)
plaindirectn = 119- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“literacy skills, computational thinking skills, emotion control skills, and collaborative inquiry skills (Lu et al., 2022; Su & Yang, 2022; Su et al., 2022)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Not matchedcites Lu et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Partly supportedcites Su & Yang, 2022 sourceExperimental — accuracy not yet measured
The Discussion reports improvements in collaborative inquiry from AI-based activities, and the review table in §4.2 specifically reports that AI toys improved children’s collaborative inquiry. This supports a positive effect for AI tools in early childhood education, but not the broader claim about ICT use generally. Page numbers are not available in the supplied passages. (LLM, conf=0.82)
- Not matchedcites Su et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Not matched
- It may state two separate claims as one. 53
- Probably not a substantial claim. 25
- The quote only partly states this claim. 2
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Escueta et al. (2017) reported several ICT programs that had improved the flow of information from the school to parents. Particularly, they documented that the use of ICTs (learning management systems, emails, dedicated websites, mobile phones) allowed for personalized and customized information exchange between schools and parents, such as attendance records, upcoming class assignments, school”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on other school-related aspects and stakeholders
What the sources say
- Partly supportedcites Escueta et al., 2017 sourceExperimental — accuracy not yet measured
Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Delgado et al. (2015), meanwhile, reported studies that showed a strong positive association between teachers’ computer skills and students’ use of computers.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Supportedcites Delgado et al., 2015 source
The Conclusion/Discussion states that there is a strong positive association between teachers’ computer skills and students’ computer use, citing Becker, Ravitz, and Wong (1998). This supports the citing sentence’s description of what Delgado et al. reported. (LLM, conf=0.95)
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Archer et al. (2014) found that comfort levels in using technology are an important predictor of technology integration and argued that it is essential to provide teachers with appropriate training and ongoing support until they are comfortable with using ICTs in the classroom.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Supportedcites Archer et al., 2014 source
Section 1.4, “Training and support” (page not provided), explicitly calls comfort with technology an important predictor of integration and says teachers need appropriate training and ongoing support until they are comfortable using it in the classroom. (LLM, conf=0.95)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Sung et al. (2016) found that research on the use of mobile devices to support learning tends to report that the insufficient preparation of teachers is a major obstacle in implementing effective mobile learning programs in schools.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Supportedcites Sung et al., 2016 source
Section 4.3 states that reviews of mobile-device education identify insufficient teacher preparation as one of the largest obstacles to effective mobile learning programs. The same section discusses supporting school teachers in implementing those programs. (LLM, conf=0.94)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Delgado et al. (2015) reported that limited access to technology (insufficient computers, peripherals, and software) and lack of technical support are important barriers to ICT integration.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Supportedcites Delgado et al., 2015 source
The Conclusion/Discussion identifies resources as a primary barrier to technology integration and explicitly includes access to technology and technical support among those resources. It also specifies that lack of technology includes insufficient computers, peripherals, and software. (LLM, conf=0.92)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Supported
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“Based on these findings, several authors have suggested that the impact of technology on education depends on several variables and not on the technology per se (Tamim et al., 2011; Higgins et al., 2012; Archer et al., 2014; Sung et al., 2016; Haßler et al., 2016; Chauhan, 2017; Lee et al., 2020; Lei et al., 2022a).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
What the sources say
- Not checked — no full text of the sourcecites Tamim et al., 2011 source
- Not matchedcites Higgins et al., 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Supportedcites Archer et al., 2014 source
In §4 (Discussion), Archer et al. conclude that implementation factors contribute to the effectiveness of technology-based interventions, particularly training and support. §1.1 (Previous Meta-Analyses) also discusses pedagogy, teacher effectiveness, subject matter, and implementation fidelity as factors beyond the technology itself. Page numbers were not supplied in our copy. (LLM, conf=0.91)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The study’s results identified multiple dimensions of the impact of digital technologies on students’ knowledge, skills, and attitudes; on equality, inclusion, and social integration; on teachers’ professional and teaching practices; and on other school-related aspects and stakeholders.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The data analysis indicated various factors that might affect the schools’ digital capacity and transformation, such as digital competencies, the teachers’ personal characteristics and professional development, as well as the school’s leadership and management, administration, infrastructure, etc.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Specifically, the author reported that access to computer-assisted instruction (CAI) programs in simulation or tutorial modes—used to supplement rather than substitute instruction – could enhance student learning.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Not matchedcites Eng (2005)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“The use of ICT resulted in further positive gains for students, namely increased attention, engagement, motivation, communication and process skills, teamwork, and gains related to their behaviour towards learning.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Not matchedcites Balanskat et al. (2006)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Specifically, from 53 studies, 34 advocated positive effects of touchscreen devices on children’s learning, 17 obtained mixed findings and two studies reported negative effects.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on students’ knowledge, skills, attitudes, and emotions
What the sources say
- Not checked — no full text of the sourcecites Kalati and Kim (2022) source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Higgins et al. (2012) reported that skills training about the use of digital technologies is essential for learners to fully exploit the benefits of instruction.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Higgins et al., 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“Tamim et al. (2015) reported that students faced challenges when using tablets and smart mobile devices, associated with the technical issues or expertise needed for their use and the distracting nature of the devices and highlighted the need for teachers’ professional development.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Tamim et al., 2015 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“There is evidence that the effective use of ICTs and the data transmission offered by broadband connections help improve administration (Balanskat et al., 2006). Specifically, ICTs have been found to provide better management systems to schools that have data gathering procedures in place.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on other school-related aspects and stakeholders
What the sources say
- Not matchedcites Balanskat et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Moreover, online assessment via ICTs benefits instruction. In particular, online assessments support the digitalization of students’ work and related logistics, allow teachers to gather immediate feedback and readjust to new objectives, and support the improvement of the technical quality of tests by providing more accurate results. Additionally, the capabilities of ICTs (e.g., interactive media,”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on teachers’ professional and teaching practices
What the sources say
- Not matchedcites Punie et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Friedel et al. (2013) found that the use of mobile devices by students enabled teachers to successfully deliver content (e.g., mobile serious games), provide scaffolding, and facilitate synchronous collaborative learning.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on teachers’ professional and teaching practices
What the sources say
- Not checked — no full text of the sourcecites Friedel et al., 2013
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Balanskat et al. (2006) documented studies that revealed that the use of digital technologies in education had a positive effect on teachers’ basic ICT skills. The greatest impact was found on teachers with enough experience in integrating ICTs in their teaching and/or who had recently participated in development courses for the pedagogical use of technologies in teaching.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on teachers’ professional and teaching practices
What the sources say
- Not matchedcites Balanskat et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Istenic Starcic and Bagon (2014) found that the role of ICT in inclusion and the design of pedagogical and technological interventions was not sufficiently explored in educational interventions with people with special needs”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on equality, inclusion and social integration
What the sources say
- Not checked — no full text of the sourcecites Istenic Starcic and Bagon, 2014 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Arztmann et al. (2022) reported no difference in the impact of game-based learning between boys and girls, arguing that boys and girls equally benefited from game-based interventions in STEM domains.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on equality, inclusion and social integration
What the sources say
- Not matchedcites Arztmann et al., 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“results from a systematic review by Cussó-Calabuig et al. (2018) found limited and low-quality evidence on the effects of intensive use of computers on gender differences in computer anxiety, self-efficacy, and self-confidence. Based on their view, intensive use of computers can reduce gender differences in some areas and not in others, depending on contextual and implementation factors.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on equality, inclusion and social integration
What the sources say
- Not checked — no full text of the sourcecites Cussó-Calabuig et al., 2018 source
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Furthermore, ICT can increase efficiency in lesson planning and preparation by offering possibilities for a more collaborative approach among teachers. The sharing of curriculum plans and the analysis of students’ data led to clearer target settings and improvements in reporting to parents (Balanskat et al., 2006).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on teachers’ professional and teaching practices
What the sources say
- Not matchedcites Balanskat et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Condie and Munro (2007) reported impacts from the use of ICTs in schools in the following areas: attendance monitoring, assessment records, reporting to parents, financial management, creation of repositories for learning resources, and sharing of information amongst staff. Such data can be used strategically for self-evaluation and monitoring purposes which in turn can result in school improve”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on other school-related aspects and stakeholders
What the sources say
- Not matchedcites Condie and Munro, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Zheng et al. (2016) reported a statistically significant positive interaction between one-to-one laptop programs and gender. Specifically, the results showed that girls and boys alike benefitted from the laptop program, but the effect on girls’ achievement was smaller than that on boys’.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on equality, inclusion and social integration
What the sources say
- Not checked — no full text of the sourcecites Zheng et al., 2016 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Furthermore, ICTs provided more efficient and successful examination management procedures, namely less time-consuming reporting processes compared to paper-based examinations and smooth communications between schools and examination authorities through electronic data exchange (Punie et al., 2006).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on other school-related aspects and stakeholders
What the sources say
- Not matchedcites Punie et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Tamim et al. (2015) compared two different pedagogical uses of tablets and found a significant moderate effect when the devices were used in a student-centered context and approach rather than within teacher-led environments.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Tamim et al., 2015 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Ferrari et al. (2011) found that while teachers’ use of ICT is high, 75% stated that they needed more institutional support and a shift in the mindset of educational actors to achieve more innovative teaching practices.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Ferrari et al., 2011 source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Schmid et al. (2014) reported that learning was best supported when students were engaged in active, meaningful activities with the use of technological tools that provided cognitive support.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Schmid et al., 2014 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Fu (2013) reported that the lack of teachers’ knowledge and skills on the technical and instructional aspects of ICT use in the classroom, in-service training, pedagogy support, technical and financial support, as well as the lack of teachers’ motivation and encouragement to integrate ICT on their teaching were significant barriers to the integration of ICT in education.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Fu, 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Garzón and Acevedo (2019) also emphasized that the success of a technology-enhanced intervention is based on both the technology per se and its characteristics and on the pedagogical strategies teachers choose to implement. For instance, their results indicated that the collaborative learning approach had the highest impact on students’ learning gains among other approaches (e.g., inquiry-based”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Garzón and Acevedo, 2019 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Strong leadership, strategic planning, and systematic integration of digital technologies are prerequisites for the digital transformation of education systems (Ređep, 2021).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Ređep, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“The same author reported that the provision of technical support, motivation support (e.g., awards, sufficient time for planning), and training on how technologies can benefit teaching and learning can eliminate the above barriers to ICT integration.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Bingimlas, 2009 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“To achieve this, principals need to adopt and promote a whole-institution strategy and build a strong mutual support system that enables the school’s technological maturity (European Commission, 2019).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites European Commission, 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
- Not matched
In the paper
“Specifically, school leaders need to create conditions in which the school staff is empowered to experiment and take risks with technology (Elkordy & Lovinelli, 2020).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Elkordy & Lovinelli, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“Trucano (2005) argued that positive impacts occur when digital technologies are used to enhance teachers’ existing pedagogical philosophies.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Trucano, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“Results obtained from the Teaching and Learning International Survey (TALIS) (OECD, 2021) revealed that although schools are open to innovative practices and have the capacity to adopt them, only 39% of teachers in the European Union reported that they are well or very well prepared to use digital technologies for teaching.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites OECD, 2021
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Garzón et al. (2020) suggested that the pedagogical resources that teachers used to complement their lectures and the pedagogical approaches they applied were crucial to the effective integration of AR on students’ learning gains.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Garzón et al., 2020 source
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“It is worth noting that the way teachers are introduced to ICTs affects the impact of digital technologies on education. Previous studies have shown that teachers may avoid using digital technologies due to limited digital skills (Balanskat, 2006), or they prefer applying “safe” technologies, namely technologies that their own teachers used and with which they are familiar (Condie & Munro, 2007).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Balanskat, 2006
- Not matchedcites Condie & Munro, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Policy support and leadership must include the provision of an overall vision for the use of digital technologies in education, guidance for students and parents, logistical support, as well as teacher training (Conrads et al., 2017).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Conrads et al., 2017
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
In the paper
“Condie and Munro (2007) emphasized the importance of the principal’s enthusiasm and work as a source of inspiration for the school staff and the students to cultivate a culture of innovation and establish sustainable digital change.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Condie and Munro, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“These were the most common subjects studied in the reviewed papers often drawing on national testing results, while studies that investigated other subject areas, such as social studies, were limited (Chauhan, 2017; Condie & Munro, 2007).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
What the sources say
- Not checked — no full text of the sourcecites Chauhan, 2017 source
- Not matchedcites Condie & Munro, 2007
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“While the impact of ICTs on student achievement has been thoroughly investigated by researchers, other aspects related to school life that are also affected by ICTs, such as equality, inclusion, and social integration have received less attention.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Starting as early as 2005, when computers, simulations, and interactive boards were the most commonly applied tools in school interventions (e.g., Eng, 2005; Liao et al., 2007; Moran et al., 2008; Tamim et al., 2011), moving towards the use of learning platforms (Jewitt et al., 2011), then to the use of mobile devices and digital games”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one. The quote only partly states this claim.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The impact of emerging technologies on education, such as AR, VR, robotics, and AI has also been investigated recently, but more work needs to be done.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Future research could also focus on assessing the impact of digital technologies on various other subjects since there is a scarcity of research related to particular subjects, such as geography, history, arts, music, and design and technology.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
In the paper
“and touches many aspects of a school’s development (Delcker & Ifenthaler, 2021)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Not checked — no full text of the sourcecites Delcker & Ifenthaler, 2021 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Online teaching accelerated the use of digital technologies generating questions regarding the process, the nature, the extent, and the effectiveness of digitalization in schools (Cachia et al., 2021; König et al., 2020).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Not matchedcites Cachia et al., 2021; König et al., 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“education systems worldwide have increased their investment in the integration of information and communication technology (ICT) (Fernández-Gutiérrez et al., 2020; Lawrence & Tar, 2018) and prioritized their educational agendas to adapt strategies or policies around ICT integration (European Commission, 2019).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Not matchedcites Fernández-Gutiérrez et al., 2020; Lawrence & Tar, 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites European Commission, 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem (Eng, 2005)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Not matchedcites Eng, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses.”
- Also stated in: § Introduction · boosted
“Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses (Blaskó et al., 2021; Di Pietro et al, 2020).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Abstract
What the sources say
- Not matchedcites Blaskó et al., 2021; Di Pietro et al, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Also stated in: § Introduction · boosted
In the paper
“Studies have shown that despite the investment made in the integration of technology in schools, the results have not been promising, and the intended outcomes have not yet been achieved (Delgado et al., 2015; Lawrence & Tar, 2018).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Introduction
What the sources say
- Not matchedcites Delgado et al., 2015; Lawrence & Tar, 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These factors are interconnected and play a vital role in the digital transformation process.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The above findings suggest that the impact of ICT integration in schools goes beyond students’ performance in school subjects. Specifically, it affects a number of school-related aspects, such as equality and social integration, professional and teaching practices, and diverse stakeholders.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on other school-related aspects and stakeholders
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, based on the results of the literature review, there are many types of digital technologies with different affordances (see, for example, studies on VR vs Immersive VR), which evolve over time (e.g. starting from CAIs in 2005 to Augmented and Virtual reality 2020). Furthermore, these technologies are linked to different pedagogies and policy initiatives, which are critical factors in”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Impacts of digital technologies on other school-related aspects and stakeholders
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“There is evidence that ICT increases and formalizes cooperative planning between teachers and cooperation with managers, which in turn has a positive impact on teaching practices (Balanskat et al., 2006).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Balanskat et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“In this regard, the socio-economic background of the learners and their socio-cultural environment also affect educational achievements (Punie et al., 2006).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Punie et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Looking at the findings of the above studies, we can conclude that the impact of digital technologies on education is influenced by various actors and touches many aspects of the school ecosystem.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The data showed that younger pupils needed additional support and guidance from parents and the challenges were greater for families in which parents had lower levels of education and little to no digital skills.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites European Commission, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Bingimlas (2009) reported that lack of technical support in the classroom and whole-school resources (e.g., failing to connect to the Internet, printers not printing, malfunctioning computers, and working on old computers) are significant barriers that discourage the use of ICT by teachers.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not checked — no full text of the sourcecites Bingimlas, 2009 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The sudden large-scale shift to distance and online teaching and learning also presented challenges around quality and equity in education, such as the risk of increased inequalities in learning, digital, and social, as well as teachers facing difficulties coping with this demanding situation (European Commission, 2020).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites European Commission, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The digital transformation of schools involves organizational improvements at the level of internal workflows, communication between the different stakeholders, and potential for collaboration.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Trucano documented that the use of computers at home positively influenced students’ confidence and resulted in more frequent use at school, compared to students who had no home access (Trucano, 2005).”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Trucano, 2005
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Specifically, Balanskat et al. (2006) reported that government interventions and training programs increased teachers’ enthusiasm and positive attitudes towards ICT and led to the routine use of embedded ICT.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Findings > Factors that affect the integration of digital technologies
What the sources say
- Not matchedcites Balanskat et al., 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“For example, the frequent use of ICTs and the use of laptops by students for instructional purposes positively affect the development of digital competencies (Zheng et al., 2016)”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
What the sources say
- Not checked — no full text of the sourcecites Zheng et al., 2016 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These factors are interconnected and play a vital role in the transformation process.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Discussion
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“For instance, in a meta-analysis, the impact among the studies investigated is measured in a particular way, depending on policy or research targets (e.g., results from national examinations, pre-/post-tests). Meanwhile, in literature reviews, qualitative studies offer additional insights”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one. The quote only partly states this claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, the nature of the studies included in meta-analyses and reviews is different as they are based on different research methodologies and data gathering processes.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Furthermore, the concept of digital technologies is a concept in flux as technologies are not only different among them calling for different uses in the educational practice but they also change through time.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Conclusions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Digital transformation is a complex process that requires large-scale transformative changes that presuppose digital capacity and preparedness.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Conclusions
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The study results were based on a non-systematic literature review grounded on the acquisition of documentation in specific databases.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Also, the study drew information from meta-analyses and literature reviews to acquire evidence about the effects of ICT integration in schools. Such evidence was mostly based on the general conclusions of the studies.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“As a result, it was challenging to draw causal relationships between so many interrelating variables.”
§ Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review > Study limitations and future directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
The paper relies on this without support.
Better broadband connectivity in schools raises both the amount and quality of educational activities.
“Particularly, a high-quality broadband connection in the school increases the quality and quantity of educational activities.”
The paper relies on this without support.
Data in digital form shapes what is known about schools and can change educational practice.
“There is evidence that digital data affects the production of knowledge about schools and has the power to transform how schooling takes place.”
The paper relies on this without support.
Quantifying information into data has become central to decisions that rely on accountability reports of school quality.
“In this regard, practices, such as datafication which refers to the “translation of information about all kinds of things and processes into quantified formats” have become essential for decision-making based on accountability reports about the school’s quality.”
The paper relies on this without support.
The socio-economic context of a school is closely related to its digital transformation.
“The socio-economic context of the school is closely related to a school’s digital transformation.”
The paper relies on this without support.
Emergency periods affect the digitalization of schools.
“Emergency periods also affect the digitalization of schools.”
The paper relies on this without support.
Digital technologies hold great promise for bringing about fundamental school improvement.
“Digital technologies offer immense potential for fundamental improvement in schools.”
Citations
Cites
Hattie, J. (2008) · doi:10.4324/9780203887332 · Cited by 3,051 · cited 2×
“Research show that the active engagement of parents in the school and their support for the school’s work can make a difference to their children’s attitudes towards learning and, as a result, their achievement (Hattie, 2008).”
BackgroundUnderstanding the role of digital technologies in education: A review
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022) · Sustainable Operations and Computers · doi:10.1016/j.susoc.2022.05.004 · Cited by 2,647 · cited 1×
“Lastly, digital technologies were also found to be beneficial for enhancing students’ lifelong learning skills (Haleem et al., 2022).”
BackgroundEducation and the COVID-19 pandemic
Daniel, S. J. (2020) · PROSPECTS · doi:10.1007/s11125-020-09464-3 · Cited by 2,425 · cited 1×
“These issues were exacerbated during the COVID-19 pandemic, which forced teaching across education levels to move online (Daniel, 2020).”
BackgroundKönig, J., Jäger-Biela, D. J., & Glutsch, N. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1809650 · Cited by 1,668 · cited 1×
“Online teaching accelerated the use of digital technologies generating questions regarding the process, the nature, the extent, and the effectiveness of digitalization in schools (Cachia et al., 2021; König et al., 2020).”
BackgroundSung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016) · Computers & Education · doi:10.1016/j.compedu.2015.11.008 · Cited by 1,574 · cited 7×
“…2011), then to the use 1 3 Education and Information Technologies (2023) 28:6695–6726 of mobile devices and digital games (e.g., Tamim et al., 2015; Sung et al., 2016; Talan et al., 2020), as well as e-books (e.g., Savva et al., 2022), to the more recent advanced technologies, such as AR and VR…”
BackgroundMethodInfluentialBingimlas, K. A. (2009) · EURASIA Journal of Mathematics, Science and Technology Education · doi:10.12973/ejmste/75275 · Cited by 1,209 · cited 3×
“Moreover, poor quality Education and Information Technologies (2023) 28:6695–6726 and inadequate hardware maintenance, and unsuitable educational software may discourage teachers from using ICTs (Balanskat et al., 2006; Bingimlas, 2009).”
BackgroundTamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011) · Review of Educational Research · doi:10.3102/0034654310393361 · Cited by 1,029 · cited 5×
“…Technologies (2023) 28:6695–6726 • Learning gains from the use of ICTs across the curriculum Eng, 2005; Balanskat et al., 2006; Liao et al., 2007; Tamim et al., 2011; Higgins et al., 2012; Chauhan, 2017; Sung et al., 2016; Schmid et al., 2014; Tamim et al., 2015; Zheng et al., 2016; Haßler et…”
BackgroundMethodInfluentialThe Handbook of Research Synthesis
Ziegel, E. R., Cooper, H., & Hedges, L. V. (1995) · Technometrics · doi:10.2307/1269651 · Cited by 936
Students, Computers and Learning: Making the Connection
OECD (2015) · PISA · doi:10.1787/9789264239555-en · Cited by 787
De Silva, M. J., Breuer, E., Lee, L., Asher, L., Chowdhary, N., Lund, C., & Patel, V. (2014) · Trials · doi:10.1186/1745-6215-15-267 · Cited by 738 · cited 1×
“Theory of change as a methodological approach has also been used by researchers to develop models for evaluation in the field of education (e.g., Aromatario et al., 2019; Chapman & Sammons, 2013; De Silva et al., 2014).”
Method
Research works printed but not linked: 5
- Bocconi, S., & Lightfoot, M. (2021). Scaling up and integrating the selfie tool for schools’ digital capacity in education and training systems: Methodology and lessons learnt. European Training Foundation. https://doi.org/10.2816/907029,JRC123936. Accessed 30 June 2022. · DOI
- Condie, R., & Munro, R. K. (2007). The impact of ICT in schools-a landscape review. Retrieved 30 June 2022 from: https://oei.org.ar/ibertic/evaluacion/sites/default/files/biblioteca/33_impact_ict_in_schools.pdf
- Eng, T. S. (2005). The impact of ICT on learning: A review of research. International Education Journal, 6(5), 635–650.
- Fielding, K., & Murcia, K. (2022). Research linking digital technologies to young children’s creativity: An interpretive framework and systematic review. Issues in Educational Research, 32(1), 105–125. Retrieved 30 June 2022 from http://www.iier.org.au/iier32/fielding-abs.html
- Pihir, I., Tomičić-Pupek, K., & Furjan, M. T. (2018). Digital transformation insights and trends. In Central European Conference on Information and Intelligent Systems (pp. 141–149). Faculty of Organization and Informatics Varazdin. Retrieved 30 June 2022 from https://www.proquest.com/conference-papers-proceedings/digital-transformation-insights-trends/docview/2125639934/se-2
Cited by
Sorted by citations
Items 801–824 of 824
Lina, G. (2026) · International Conference on Educational Digitalization and Computer Science in the Guangdong-Hong Kong-Macao Greater Bay Area · doi:10.1145/3828183.3828492
Innovative Knowledge Management in College Chinese Teaching Under Digital Transformation
Yang, C. (2026) · International Journal of Knowledge Management · doi:10.4018/ijkm.422314
Zhong, S., Wang, X., & Lin, C. (2026) · Education Sciences · doi:10.3390/educsci16091551
Nuraliev, N., Kusznieruk, P., Azhibekova, A. T., Burachynskyi, A., & Kamenov, H. (2026) · Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje · doi:10.15516/cje.v28i3.42892
“A key element of the strategy is preparing qualified personnel with skills in data science, pedagogical analytics, and ML solutions development (Timotheou et al., 2023).”
Wang, C., Jin, X., Duisenbayev, A., & Zhou, Z. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1959868
“…education has gradually evolved from the popularization of equipment to an ecological stage characterized by human-machine collaboration and intelligent algorithms (such as generative artificial intelligence and adaptive learning systems) (Celik, 2023; Eltaiba et al., 2025; Timotheou et al., 2023).”
Face-to-face versus online modality: A comparative analysis of student performance in statistics
Pereira-González, L. M., Basantes-Andrade, A., & Albán, R. C. (2026) · Heliyon · doi:10.1016/j.heliyon.2026.e45462
Ganaie, N. A. (2026) · Research Square · doi:10.21203/rs.3.rs-11114179/v1
The Evolution of Artificial Intelligence in the Digital Society
Pypenko, I. S., & Melnyk, Y. B. (2026) · KRPOCH eBooks · doi:10.26697/aids.2027.1
Shakib*, M. N. (2026) · British Journal of Arts and Humanities · doi:10.34104/bjah.02608600874
Merhej, M., & Albahloul, A. (2026) · Research Square · doi:10.21203/rs.3.rs-10610789/v1
Joana, F., Naranjo-Zolotov, M., & de Oliveira, T. (2026) · International Journal of Information Management Data Insights · doi:10.1016/j.jjimei.2026.100449
ICT use and student achievement: Evidence from PIRLS 2021 using machine learning techniques
Ferrera, J. M. C., España, V. J., & Romero, L. M. (2026) · International Journal of Educational Research · doi:10.1016/j.ijer.2026.103125
Digital Equity as a Foundation for Ethical Artificial Intelligence Integration in STEAM Education
Ngoveni, M. A., & Mokgwathi, M. S. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-8735-2.ch007
Mulovhedzi, S. A. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1818616
Ngigi, S. K., & Mburu, M. E. (2026) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83742-067-420261007
Sandoval-Trigos, J. C., Menéndez, F. M. M., Amaya, D., González-Prida, V., Palomino-Lavado, C. E., Berrios, J. G. C., Canchan-Casas, M. R., & Espinoza, E. P. Q. (2026) · Education Sciences · doi:10.3390/educsci16101649
Rahman, Y. A., & Habibi, M. W. (2026) · IJORER International Journal of Recent Educational Research · doi:10.46245/ijorer.v7i5.1583
“Research indicates that the impact of technology on academic achievement ranges from small to moderate, depending heavily on how the technology is used pedagogically, rather than merely on the presence of digital tools (Bond et al., 2020; Timotheou et al., 2023).”
SALLAKI, A., & Belaid, Y. N. (2026) · doi:10.3917/emi.alami.2026.02.0249
Gonzáles, J. N. T. (2026) · Impulso Revista de Administración · doi:10.59659/impulso.v.6i16.375
MathEase: A Game-Based Digital Learning System for Enhancing Numeracy Skills of Grade 1 Pupils
Jacosalem, N. P., Cuartero, J. G., Estandarte, E. E., Arcos, J. R. D., Bustillo, J. C. M., & Balighot, B. S. (2026) · International Conference on Soft Computing for Security Applications (ICSCSA) · doi:10.1109/icscsa69367.2026.11708367
Educators’ Cybersecurity Self-Efficacy in Resource-Constrained Schools in South Africa
Magunje, C., & Chigona, W. (2026) · IFIP advances in information and communication technology · doi:10.1007/978-3-032-30942-6_12
Zhang, T., Zhou, H., Qin, K., & Wang, Y. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-14168-w
Xiong, X. B., Cao, S., Gao, T., Xu, G. Y., Hou, Y., & Li, H. (2026) · ECNU Review of Education · doi:10.1177/20965311261486478
New Generation Learning: Integrating Bloom’s Digital Taxonomy into Mathematics Education
Ayçiçek, B., & Çelebi, G. (2026) · Cumhuriyet International Journal of Education · doi:10.30703/cije.1853710
Metadata
- Authors
- Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A.
- Affiliations
- Cyprus University of Technology (CY)
- Universidad de Valladolid (ES)
- European Commission (BE)
- Corresponding author
- Ioannou, Andri
- ORCID
- Ioannou, Andri
- Venue
- Education and Information Technologies
- Published
- 2022-11-21
- Volume
- 28
- Issue
- 6
- Pages
- 6695-6726
- ISSN
- 1360-2357 (ISSN-L)
- 1573-7608
- PMC
- PMC9684747
- OpenAlex
- W4309777554
- Semantic Scholar
- 4447bd895dc715a37b1114043f0702916d878f55
- Cited by
- 816
- References
- 100
- Citations by year
- 2026: 242 · 2025: 337 · 2024: 213 · 2023: 32
- FWCI
- 188.36
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Education and Information Technologies (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Ktisis at Cyprus University of Technology (Cyprus University of Technology) (submittedVersion, cc-by-nc-nd)
- Topics
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Social Sciences › Education › Digital literacy in education
- Social Sciences › Education › Technology-Enhanced Education Studies
- Keywords
- digital technologies in education, digital transformation of schools, ICT integration in schools, COVID-19 pandemic, school digitalization, educational inequality, learning loss, school stakeholders
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-09-28, under version 3 of the claim definition (prompt extract-v3).
A second model labelled each claim on 2026-09-28 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
